Canadian & World Studies · Grade 11 · Equity, Social Justice & Civic Action · Term 4

Power, Privilege, and Systemic Inequality

Defining systemic inequality and exploring the dynamics of power and privilege in society.

• Ontario Curriculum Expectations
• ON: Equity and Social Justice: From Theory to Practice - Grade 12
• ON: Foundations - Grade 11

About This Topic

Power and privilege are the 'unseen forces' that shape our society. In the Ontario Grade 11 Equity and Social Justice curriculum, students define 'systemic inequality' and explore how power is distributed based on factors like race, class, gender, and ability. They investigate the difference between 'equality' (giving everyone the same thing) and 'equity' (giving everyone what they need to succeed).

Students also analyze their own 'privilege' and how it affects their perspective and their opportunities. They investigate how systemic racism and other forms of discrimination are 'built into' our institutions, from the justice system to the workplace. This topic is best explored through 'privilege-walk' activities and collaborative investigations into 'institutional bias,' helping students develop the 'critical consciousness' they need to be effective agents of change.

Key Questions

1. Analyze how systemic racism manifests in Canadian institutions.
2. Differentiate between equality and equity with real-world examples.
3. Explain how individuals can use their privilege to support social justice.

Learning Objectives

• Analyze how systemic racism is embedded within specific Canadian institutions, such as the justice system or housing market.
• Compare and contrast the concepts of equality and equity using concrete examples from Canadian society.
• Explain the role of privilege in perpetuating or challenging social inequalities.
• Evaluate the effectiveness of various social justice initiatives in addressing systemic inequality.
• Synthesize information from case studies to propose actionable steps for promoting equity.

Before You Start

Introduction to Social Structures and Diversity

Why: Students need a foundational understanding of how societies are organized and the various dimensions of human diversity before exploring complex concepts like systemic inequality.

Canadian History: Post-Confederation

Why: Understanding key historical developments and policies in Canada provides context for how current social structures and inequalities were formed.

Key Vocabulary

Systemic Inequality	A system where societal structures, policies, and practices create and maintain disadvantages for certain groups, often based on race, class, gender, or ability.
Privilege	Unearned advantages or benefits that individuals or groups receive due to their membership in dominant social groups, often without conscious awareness.
Equity	Fairness and justice in the way people are treated, recognizing that different individuals and groups may need different resources and support to achieve equal outcomes.
Institutional Bias	Prejudice or discrimination embedded within the policies, procedures, and practices of organizations or institutions, leading to unfair outcomes for certain groups.
Social Justice	The principle of fairness and equity in society, advocating for the equitable distribution of resources, opportunities, and rights for all individuals and groups.

Watch Out for These Misconceptions

Common Misconception

Privilege means you are 'rich' or that you 'never had to work hard.'

What to Teach Instead

Privilege is an 'unearned advantage' you have because of who you are, not what you've done. A 'Privilege Inventory' activity can help students see that you can work very hard and still have privilege in certain areas of your life.

Common Misconception

Systemic racism only exists if the people in the system are 'racist.'

What to Teach Instead

Systemic racism is about 'outcomes' and 'rules,' not just 'intent.' A 'System Mapping' activity can help students see how a 'neutral' rule (like requiring a Canadian degree) can have a discriminatory impact.

Active Learning Ideas

Simulation Game: The Equity vs. Equality Game

Students are given different 'starting points' (e.g., different amounts of money or time) and must complete a task. They then discuss whether 'treating everyone the same' was fair and brainstorm ways to create a more 'equitable' system.

45 min·Whole Class

Inquiry Circle: The Institutional Audit

Groups research a specific institution (e.g., a university, a hospital, or a media outlet) and look for evidence of 'systemic bias' (e.g., in hiring, representation, or service delivery). They present their findings and suggest a 'reform' plan.

60 min·Small Groups

Think-Pair-Share: Using My Privilege

Pairs discuss one area where they have 'privilege' (e.g., being able-bodied or speaking the dominant language). They brainstorm three ways they can use that privilege to 'ally' with or support someone who doesn't have it.

30 min·Pairs

Real-World Connections

• In urban planning, understanding systemic inequality is crucial. For example, historical redlining practices in cities like Toronto and Vancouver have led to persistent disparities in wealth and access to resources for racialized communities.
• The Canadian healthcare system faces challenges related to equity. Indigenous populations, for instance, often experience poorer health outcomes due to systemic barriers in accessing culturally appropriate care, as documented by reports from the First Nations Health Authority.
• In the legal profession, lawyers and judges must consider how systemic biases might affect court proceedings and sentencing. Examining case law related to wrongful convictions can reveal how privilege and systemic inequality impact the justice system.

Assessment Ideas

Discussion Prompt

Pose the question: 'How might a person with unearned privilege unknowingly benefit from or perpetuate systemic inequality in their daily interactions?' Facilitate a class discussion, encouraging students to share specific scenarios and potential actions to mitigate these effects.

Quick Check

Provide students with two short scenarios, one illustrating equality and one illustrating equity. Ask them to identify which is which and write one sentence explaining their reasoning for each, referencing the core difference between providing the same versus providing what is needed.

Exit Ticket

Ask students to write down one Canadian institution (e.g., education, housing, justice) and briefly explain one specific way systemic racism might manifest within it, based on class discussions or research.

Frequently Asked Questions

How do power and privilege fit into the Ontario Equity curriculum?

They are the foundational concepts of the 'Foundations' strand. They provide the 'lens' through which students analyze all other social justice issues, from human rights to environmental justice.

How can active learning help students understand systemic inequality?

By participating in a 'Simulation' where the 'rules' are rigged against certain groups, students feel the frustration of systemic bias. It moves the conversation from 'abstract theory' to 'personal experience,' which is much more powerful for building empathy and understanding.

What is 'Intersectionality'?

It's the idea that our different identities (like race, gender, and class) 'overlap' to create unique experiences of privilege and discrimination. For example, a Black woman faces different challenges than a white woman or a Black man.

What is an 'Ally'?

An ally is someone who uses their power and privilege to support and advocate for a marginalized group. It's an 'active' role that requires ongoing learning, listening, and taking action.